Data Sciences and Brain Health across the Life Course session in 2020 SICSA Conference Oct 01, 2020 01:15 PM - 03:15 PM — Virtual Meeting (online)
Ophthalmic Medical Image Analysis MICCAI 2020 Workshop Oct 08, 2020 12:00 AM — Virtual Meeting (online)
Predictive Intelligence in Medicine MICCAI 2020 Workshop Oct 08, 2020 12:00 AM — Virtual Meeting (online)
PET is Wonderful Annual Meeting 2020 Oct 27, 2020 02:00 PM - 05:40 PM — Virtual Meeting (online)

eLearning

SINAPSE experts from around Scotland have developed ten online modules designed to explain medical imaging. They are freely available and are intended for non-specialists.


Edinburgh Imaging Academy at the University of Edinburgh offers the following online programmes through a virtual learning environment:

Neuroimaging for Research MSc/Dip/Cert

Imaging MSc/Dip/Cert

PET-MR Principles & Applications Cert

Applied Medical Image Analysis Cert

Online Short Courses

Gaze Perception Develops Atypically in Children with Autism

Author(s): S. Webster, D. Potter

Abstract:
The Mindblindness model is the main model of social cognitive development in autism. This model assumes that eye direction detection and eye contact detection develop typically in autism (Baron-Cohen, 1995). The model's assumption of maturational development implies that when these skills are abnormal, they must either be absent or developmentally delayed. In contrast, the atypical modularisation hypothesis predicts that these skills can develop deviantly—successfully but atypically—in children with autism. Two computer-based tasks were used to assess eye direction detection and eye contact detection in children with autism and in typically developing children. These skills were developmentally deviant in children with autism. The findings support a model of social cognition in autism that accounts for developmental processes.

Full version: Available here

Click the link to go to an external website with the full version of the paper


ISBN: 2090-3995
Publication Year: 2011
Periodical: Child Development Research
Periodical Number:
Volume:
Pages:
Author Address: School of Psychology, University of Dundee, Dundee DD1 4HN, Scotland